THE NEW SCHAFF-HERZOG
themselves not only in his pastoral care, but also in the field of pedagogy. In both spheres he developed the most strenuous activity, taxing his powers to the utmost. He preached twice on Sunday, conducted daily prayer-meetings and daily cat echizat ions of children, and paid regular visits to the members of his congregation. In 1695 he opened his pauper-school in the parsonage with the aid of a poor student, and this un-
3. His Phil- dertaking of Christian charity was the anthropic seed from which all the other insti-
Institutions. tutions of Francke developed. The number of children grew rapidly, and soon larger accommodations had to be provided, and the number of teachers had to be increased. In 1696 there originated the Pddagogium which was intended chiefly for the education of boys whose parents lived out of town, and almost simultaneously the orphan asylum was established. The teaching staff of these institutions consisted for the most part of poor students, who, in compensation for their services, received free board. In 1697 there was founded the so-called Latin School to prepare boys for academic studies. There was something almost miraculous in the growth and rapid development of these various institutions, and Francke revealed an extraordinary talent of organization in their management. His trust in God awakened everywhere the same spirit, and voluntary contributions poured in from far and near so that he considered his success a direct answer to his fervent prayers. In the year of his death more than 2,200 children were being instructed in his institutions, among them 134 orphans; 175 teachers and eight inspectors were employed; and about 250 students received free board. There were also added a printing-press and publishing establishment and a pharmacy which contributed a large profit to the institutions.
Not less important was Francke's interest in foreign missions. The orphanage with its numerous assistants and teachers became for a time an important center for the education of missionaries for India. Ziegenbalg, Pliitschau, and C. F. Schwarz were trained in Francke's institutions and, together with the Moravians, deserve the credit of having inaugurated the mis-
4. His Serv- sionary history of modern times for ice to Mis- Germany. Another undertaking due
sions and to the influence of Francke is the Pedagogy. Bible Institute founded in 1710 by Baron von Canstein (q.v.), a faithful admirer of Francke. Francke also rendered great services to the cause of pedagogy. As he was free from the restrictions by the authorities, he was able to realize some of his innermost ideals. The main purpose of education was for him to lead children to a saving knowledge of God and Christ and to true Christianity. Without true love to God and man all knowledge appeared to him worthless, and he considered it the task of the higher as well as of the lower schools to further not only Christian instruction, but Christian life. He hated all empty formalism and tried in every way to introduce object-lessons, and to emphasize instruction for the practical matters of life.
Francke's writings were numerous, but relatively unimportant. His Pddagogische Schriften have been edited by G. Kramer, with an account of his life and institutions, as vol. xi. of the Bibliothek padeagogisher Klassiker (2d ed., Langensalza 1885). His Fussstapfen des noch lebenden Gottes an account of his institutions (Halle, 1701, and
many later editions), was translated 5. His into English (An Abstract of the Mar- Writings, vellous Footsteps of Divine Providence,
London, 1706 and often). Other English translations which were highly popular in their time are Nicodemus or a treatise against the fear of man (London, 1706); A Letter to a Friend concerning the Most Useful Way of Preaching (1754); Faith in Christ inconsistent with a Solicitous Concern about the Things of this World, a sermon (1759); A Guide to the Reading and Study of the Holy Scripture (1813).
(T. FORSTERf.)
Bibliography: G. Kramer, Beitrage zur Geschichte A. H. Francke's, Briefwechsel Francke's und Spener's, Halle 1861; idem, Neue Beitrage zur Geschichte Francke's, ib. 1875; idem, August Hermann Francke. Ein Lebensbild, 2 vols., Halle, 1880-82 (the best, some mistakes in which are corrected in W. Schrader, Geschichte der Friedrichsuniversilat in Halle, 2 vols., Berlin, 1894); T. Forster, August Hermann Francke. Ein LebensbiU, Halle, 1898. Consult also, A. Ritschl, Geschichte des Pietismus, vol. ii„ Bonn, 1884; J. Jiingst-Stettin, Pietisten, pp. 24-38, TubiDgen, 1906.